ABOUT THIS COURSE

  • This course will cater to those who are new to teaching Ancient History, those who are thinking of starting it in their school and those who are looking for ways to help their pupils achieve the top grades.
  • Teachers should attend this course if they want to learn more about the nature of GCSE Ancient History and the best ways to approach the syllabus.
  • The focus of this course will be on structures and timings and how best to help pupils learn, revise and answer questions on the four modules.
  • From this course, teachers will gain an insight into how to prepare pupils to achieve the top grades, as well as tips and tricks on how to teach the content of the GCSE.

BENEFITS OF ATTENDING

  • Explore the demands of the curriculum and develop strategies which will enable teachers to prepare pupils effectively.
  • Consider the Period and Depth Studies, Roman and Greek, to increase the attainment of pupils across all of the Assessment Objectives.
  • Improve understanding of how to analyse and discuss ancient sources and themes.
  • Allow teachers to take away suggestions about how to structure and cover the course so as to engage the higher ability pupils and elicit higher-level answers.

 

DATE & LOCATION Online | Tuesday 7 December 2021
WHO SHOULD ATTEND? 
  • Prospective Ancient History teachers.
  • New Ancient History teachers.
  • Teachers who are looking to develop their ability to help pupils achieve the top grades at GCSE.
COURSE CODE 8643
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

10:00 – 10:45 am: Before the classroom – planning and structure

  • Content and timings – how best to structure the two year course and cover the necessary material.

  • Modern vs. Ancient – how to adapt to the differences in approach and anticipate common difficulties.

  • Where to start – preparation and planning if not used to teaching Ancient History.

  • Knowledge and analysis – training pupils to discuss the sources and evidence effectively

  • Rule of three – fulfilling the Assessment Objectives

10:45 – 11:00 am: Morning Break

11:00 am – 12:00 pm: The Period Study

  • What’s expected? – what do you need to know when there are no prescribed sources?

  • Persia (and Greece):

    • Using Herodotus – extracting sense from nonsense: focusing on fact as well as anecdote.

    • Is it just Herodotus? – supplementing the information from the text-book with near-Eastern and Egyptian evidence.

  • The Early years of Rome:

    • Myth vs. History – does it really matter if Romulus wasn’t real?

    • Who’s doing what? – strategies to help pupils cope with a large number of names and political reforms.

  • Second order concepts – causation, consequence and continuity

12:00-12:15 pm: Q & A on morning sessions

12:15-1:15pm – Lunch

1:15 – 2:15 pm: The Depth Study

  • Which modules are best to choose to achieve success?

  • What’s expected – how to deal with the requirements of source analysis..

  • Greece: reliability and accuracy – teaching pupils how to deal with individual passages and authors.

  • Rome: the pitfalls of narrative history – creating arguments and avoiding story-telling.

2:30 – 3:15 pm – Achieving the top grades

  • Content overload – how to ensure continued revision and recall throughout the course.

  • The exam – coping with the time pressures and making sure to answer the questions correctly.

  • The mark schemes – what does “a full explanation and thorough, convincing analysis of the issue in question” actually mean?

  • Achieving the top band – looking at examples of “9” grade work.

3:15 – 3:30 pm: Final Q&A with course leader

3:30pm: Depart

Robert Taylor

has been a teacher of Classics at St Paul’s School in London since 2013. He teaches Latin, Greek and Ancient History from years 9-13, including Oxbridge preparation. He also teaches at the JACT Classical Civilisation and Ancient History Summer School, at which he has recently become director.